Describes research concerned with the way teachers' expressions of sympathy and anger toward failing students influence students' thoughts and self-perceptions. Examines the role that causal attributions play in the understanding and experience of achievement-related affect. (CB)

Reviews teacher stress as it has been described in literature since the 1930s, and suggests that proposed solutions place too much responsibility on teacher attitudes and not enough on school environment and organization. (CJM)

Power, force, influence, and authority are motivational controls used by teachers to cause behavior changes in students. Examples of how these controls are used in educational settings are explored in this article. The use of authority is recommended as the control that effects the most meaningful behavior change. (DF)

Explores some of the obstacles teachers have to face today, including having heavy workloads and the constant drain on their energy by students. Discusses how they can renew their energy by finding again the child within themselves. (CRH)

Because teachers are expected to take more and more blame for conditions that are not their fault, they are leaving the profession. (CRH)

Drawing upon the framework of symbolic interactionism, this article highlights several elements of commitment to the teaching role. The elements of commitment include the intrinsic and extrinsic satisfactions, as well as the self-identity invested in the teaching role. Considered are the ramifications of multiple commitments within the academic…

Based on an analysis of teacher clarity as a process-product variable, suggestions are made to enhance the concept of clarity as a factor in classroom learning. Clarity is referenced to learning theories and other theories accounting for student learning as a way to understand more fully the role of clarity in effective teaching. (Author/PN)

Reflects on the experience of training teachers from non-English disciplines to teach writing by inviting them to take a freshman level, basic writing course. (AEA)

Difficulties of defining the attributes of a good teacher are identified through a critique of current research efforts. (GW)

Results of this study indicate that teachers of classes with mean and above mean I.Q.'s tend to encourage more responsiveness from their students, give more feedback on student performance, teach more difficult material, summarize important components of lessons, and answer fewer of their own questions. (Author/RW)

In a critical examination of competency-based teacher education, the author suggests that it should be placed in a wider framework recognizing that the learning process includes conceptual and perceptual thinking and subjective individual values and purposes. (JD)

Two data-sets were used to assess the relation of teaching performances to pupil learning: (1) direct observations of teaching; and (2) teacher's reports on teaching activities and measures of pupil achievement. (MM)

This summative evaluation of Teacher Corps' training programs assesses the overall effectiveness of the training in terms of changes in intern teaching behavior. Five behaviors changed in frequency significantly and support is provided for the use of modeling, feedback, practice and reinforcement to influence teacher behavior. (BT)

Interpersonal functions of everyday caretaker speech usage are examined when addressed to toddlers, threes and fours. Results support hypotheses derived from Piagetian theory concerning early developments in ego-differentiation. (Author/RM)

This third edition offers timely solutions for successfully dealing with marginal teachers. Lawrence illustrates the proper actions that principals should integrate into the evaluation processes to successfully gather documentation to help improve or terminate an ineffective teacher. Complete with tools and resources to streamline the evaluation…